Didaktik and Curriculum in Ongoing Dialogue

Krogh, Ellen; Qvortrup, Ane; Graf, Stefan Ting

doi:10.4324/9781003099390

Cited by 18 publications

(11 citation statements)

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“…From the perspective of didactics, teachers relate and facilitate students access to the subject content to be taught and learned based on the three components of 'didactic triangle' linking student, teacher and content in a concrete teaching and learning situation (Künzli, 2000;Krogh et al, 2021). These fundamental parts of teaching in what should students learn (content), how should they learn it (methodology) and why this content and this method for these students (purpose and goal) need to be addressed together with a new knowledge domain that entails not only which technology to use but also a larger context based on questions concerning interactivity in the physical and virtual spaces, when to teach and where (Lund & Hauge, 2011;Sofkova Hashemi & Spante, 2016).…”

Section: Designing For Technology-mediated Teaching and Learningmentioning

confidence: 99%

Exploring Educational Designs by Schematic Models: Visualizing Educational Value and Critical Issues of Recognition and Socio-Material Frames

Hashemi

2022

Designs for Learning

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Drawing on experiences from a large-scale Nordic co-design research project, this paper explores the development of cross-border blended education with the aim to strengthen students' Nordic identity and knowledge of neighboring Nordic languages illuminating the flow of didactical designs students were offered to engage in, i.e. the knowledge content, activities, spaces and resources. The iterative, three-year educational development of designing for learning proved to provide space for shared and collaborative knowledge development involving students in rich, authentic, and goal-oriented inter-Nordic comprehension practices on multiple levels, addressing content-related as well as contextual frames in teaching situations. Schematic models of the didactical designs revealed initial dis-alignment and diverse appropriation of modes and media in parallel cooperative activities combined with collaborative cross-border face-to-face talk promoting students to take perspective, compare, and contrast. Addressing the socio-material frames of teaching gave an opportunity to discover new learning goals and design activities in new adequate arrangements of the physical classroom and the digital space. The analysis demonstrates that students developed linguistic, cultural, critical, and digital competences of varied educational value based on the teams' divergent approaches to knowledge processes to incorporate digital technologies in teaching practice. The study highlights the critical factors of recognizing digital, multimodal meaning-making and informal skills as means to promote learning and schools' remaining insufficient provision of digital infrastructure for learning activities in blended learning environments.

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Section: Designing For Technology-mediated Teaching and Learningmentioning

confidence: 99%

Exploring Educational Designs by Schematic Models: Visualizing Educational Value and Critical Issues of Recognition and Socio-Material Frames

Hashemi

2022

Designs for Learning

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“…Lignende ambitioner driver det dansk-initierede forskningsnetvaerk Didaktik and Curriculum in Complicated Dialogue. Den komparative strategi aktualiseres i netvaerkets seminarer og dokumenteres i den kommende første publikation fra projektet som udkommer på Routledge i 2021 (Krogh et al 2021). Endnu en publikation og et kommende seminar vil saette mere specifikt fokus på to højaktuelle problematikker i dagens uddannelsesverden: viden, indhold og faglighed i den postfaktuelle aera -og dannelse /"the educated subject" set i lyset af baeredygtighed i miljømaessig, social og kulturel forstand.…”

Section: Sammenlignende Fagdidaktik -Indblik Udblik Og Perspektivunclassified

Dilemmaer og perspektiver for fagdidaktisk forsknings- og udviklingsarbejde

Krogh¹

2021

SFD

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“…Indeed, one example illustrating an expression of the risk created by schooling's entanglement with an economic perspective is what Biesta (2009) has called a trend in education toward "learnification, " that is, a reduction of education to a discourse built upon a "language of learning" (p. 27) that determines how we describe teachers, students, teaching, and school. Crucially, a focus on education as an environment for the optimal production of learning, in which the teacher is conceived as a facilitator of individual learning outcomes or competencies, marginalises a focus on theories of teaching as well as on didaktik (e.g., Krogh et al, 2021). Thus, teachers' freedom of method in selecting content with the purpose of developing capacities in students that could open toward a critical stance and agency in relation to the Anthropocene are also marginalised.…”

Section: Introductionmentioning

confidence: 99%

ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik

2022

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In this article, we elaborate on the construct ChemoKnowings as subject-specific powerful knowings for chemical agency in the Anthropocene era. Related to constructs such as critical chemical literacy, ChemoCapabilities, and eco-reflexive chemical thinking, we unpack the construct as an example of Carlgren’s powerful knowings, which relates Young’s powerful knowledge to the idea and tradition of Bildung. It means powerful knowledge containing embodied and relational (or tacit) dimensions. ChemoKnowings can therefore be described as embodied and relational knowledge in and about chemistry – (critical) chemical knowledge that matters meaningfully to the student, connecting them to themselves and the world, and conferring an ethical compass. By situating the teaching of ChemoKnowings within a vision for chemistry teaching as a part of a world-centered vision for schooling in the Anthropocene, ChemoKnowings are viewed as having the capacity to mobilise an ethico-socio-political action, that is, chemical agency. By focusing on student transformation of content for ChemoKnowings and integrating elements of a theoretical didaktik model for eco-reflexive chemistry education, we develop a vision-oriented didaktik model for ChemoKnowings. More generally, we argue that didaktik models for supporting teachers’ consideration of student transformation of content for powerful subject-knowings are an important part of general subject didaktik. We present in the article vignettes that detail personal accounts for each of the three authors describing examples of chemistry-specific knowings that matter meaningfully to each of us, and which articulate our own embodied ethico-socio-political actions as students, teachers, researchers, and consumers. Inspired by Klafki’s didaktik analysis, we end the article by proposing four areas of questions that the teacher can use in guiding their preparation and transformation of the content they bring into the classroom for promoting students’ ChemoKnowings, and thus Bildung in the 21st century.

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Didaktik and Curriculum in Ongoing Dialogue

Cited by 18 publications

References 0 publications

Exploring Educational Designs by Schematic Models: Visualizing Educational Value and Critical Issues of Recognition and Socio-Material Frames

Exploring Educational Designs by Schematic Models: Visualizing Educational Value and Critical Issues of Recognition and Socio-Material Frames

Dilemmaer og perspektiver for fagdidaktisk forsknings- og udviklingsarbejde

ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik

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